Citation

(2019), "", Mahat, M. and Tatebe, J. (Ed.) Achieving Academic Promotion (Surviving and Thriving in Academia), Emerald Publishing Limited, Leeds, pp. 153-159. https://doi.org/10.1108/978-1-78756-899-020191012

Publisher

:

Emerald Publishing Limited

Copyright © 2019 Emerald Publishing Limited

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INDEX

Index

Note: page numbers in italic and bold refers to figures and tables respectively & page numbers followed by ‘n’ refers to endnotes.

Aalto University tenure track model

, 111, 124n1

academia

, 4, 11, 16, 27, 34, 39, 43–44, 46, 47–50, 54–55, 70, 74, 80, 83, 108, 124

academic careers and promotions

, 105, 108–109, 114, 120

in Austria

, 114

career scholars

, 123–124

in Finland

, 109–120

open vacancy and tenure track models

, 121

strengths and weaknesses

, 114, 120, 121

academic elite

, 135–136, 138

academic pathway

, 6, 29, 85, 87, 100

academic promotion

, 3–10, 12, 17–21, 25–27, 30, 44, 48, 50, 54, 77, 79–80, 83, 85, 105, 117–118

application

, 4, 12, 26

Asia

, 10–11

Australia and New Zealand

, 7–8

chances

, 25–26

Europe

, 9

framework

, 12–17

Latin America

, 10

North America

, 6–9

preparation

, 31–32

resources

, 19–20

typical application process

, 18

academic reward system

, 4

academic staff progress

, 11

academic teaching staff

, 32

adjunct position

, 30–35, 38

adjunct professor

, 8

application

, 4, 12, 26

areas of activity

, 84

Asia

, 10

assistant professor

, 7, 10, 30, 88–90, 111, 113, 119–120

associate professor

, 7, 10–11, 21, 43, 52, 74, 88–90, 107, 111, 113, 118–120

assurance

, 89

attention

, 80

audience

, 19–20, 23, 29, 91–92, 94

Australia

, 8–9

Austria, academic careers and promotions

, 114, 115–116, 117–120

Austrian tenure track model

, 119, 119–120

balance of time

, 47

belief

, 92

blind spots

, 40, 42

briefing for academic promotion

, 20, 48

Building Upon What We Already Do: Teaching Human Rights in Math,

, 63

career academics

, 54, 80, 100, 132, 145, 151

career ladder

, 11, 80, 117, 127

career narrative

, 22–24, 26, 48–49

career pathway

, 18, 26, 29

career position

, 119

Carnegie Classification of Institutions of Higher Education

, 59

civil servants

, 105, 108, 117–118

competencies

, 87

contract positions

, 148

contractual status

, 110, 117

contribution

, 149–150

core knowledge

, 84

co-teaching

, 68

Course Director and Administrator

, 32

curriculum development

, 15, 32, 89, 116

curriculum vitae (CV)

, 48, 149

deadlines

, 92

diversity

, 15–17, 43, 85–86, 88, 109, 124

doctoral education

, 64, 115–116

document

, 37–38

early career scholar

, 5, 42, 57–62, 67–68, 70, 73–74, 123–124, 127, 136–140

education/teaching and learning

, 12

eligibility and access

, 33

engagement

, 6, 12, 14–15, 70, 81–82, 85, 100, 135, 139, 143

enhancement

, 89

enterprise and external engagement

, 15–16

Europe

, 5, 7, 9, 46, 105, 108

evidence

, 4, 6, 8–9, 11, 18, 20, 22–27, 33, 38–39, 80, 82, 84, 93–95, 99–100, 144, 150

experience

, 58, 63

type of

, 65

faculty, advice from

, 73–75

faculty job

, 62–65

faculty members

, 61, 70, 106, 108

faculty position

, 4, 5, 64, 65

Faculty/Research Centre

, 34

Faculty Staffing Committee

, 18

feedback

, 13, 24, 25–26, 38, 46, 50–51, 82, 84, 91, 93–94, 96, 116, 144–145

Fellowship

, 8, 83, 88, 96, 100

female in academia

, 39, 43–55

application

, 49

belief

, 92

future aspirations

, 51

gratefulness

, 54–55

journey

, 5, 27, 29, 44, 47, 50

mentor

, 36–37

record of achievements

, 51

self-reflection

, 52, 55

strength

, 18, 24, 49, 51, 54, 91, 114, 120–122, 138, 144

Finland, academic careers and promotions

, 109–120

Finnish university system

, 109

fixed-term basis

, 48

fixed-term contracts

, 107, 123

Forum for International Networking in Education (FINE)

, 68

frameworks

, 9, 12, 19, 27, 80, 85–87, 94, 100–101

Researcher Development Framework

, 85–86

Research Excellence Framework

, 82–83

Teaching Excellence and Student Outcomes Framework

, 81–82

UK Professional Standards Framework

, 83–85

future aspirations

, 51

game of bowling

, 65

gaps

, 18, 34, 52, 93, 101

general course and student administration

, 32

German-speaking countries

, 120

global education committee

, 67

graduate assistant (GA) position

, 64

Graduate Teaching Assistant (GTA)

, 31

gratefulness

, 54–55

guidelines

, 17–19, 21, 25, 50

HEA.

, see Higher Education Academy (HEA)

Head of Department

, 8, 18–21, 116

higher education (HE)

, 45–46, 52, 55, 57–59, 63, 71–73, 79, 88, 96, 100, 109, 117, 128–131, see also UK, academic promotion

advice from faculty

, 73–75

cultural and academic contexts

, 72

faculty job

, 62–65

Latin America

, 129–131

US system of

, 57–58

Higher Education Academy (HEA)

, 83

Human Resource

, 19

IHEs.

, see institutions of higher education (IHEs)

impactful

, 58, 62, 72

ineligibility for funding

, 34

informal position

, 137

insights and guidance

, 90–93

institutional citizenship

, 16

institutional commitment

, 79, 134

institutional dynamics

, 128

institutional funding

, 33

institutional heritage

, 129

institutional mission and classification

, 58

institutional mission continuum

, 61

institutional opportunities

, 118

institution promotion processes

, 18

institutions of higher education (IHEs)

, 58–59

interdisciplinary approach

, 72

job application

, 33, 38, 40, 46–47, 52

job search experience

, 30

journey

, 44–47

Latin America

, 10, 137–140

academic profession

, 137

higher education

, 129

professional identity

, 135–137

twentieth and twenty-first century

, 130–134

leadership

, 99–100

leadership and service

, 12

learning environment

, 13, 81–82, 84, 96

lecturers

, 7, 11, 110, 118, 136, 138

Lehrstuhl (professorial chair) tradition

, 105

levels of responsibility

, 88–90

marketization

, 86

markets

, 33, 108, 130, 134

Mathematics Education

, 63–64, 66–67, 69, 74

mentor

, 20, 23, 36–38, 53, 73, 75, 97, 116

metrics

, 80–81, 83, 86, 94, 100–101, 143–144

Ministry of Culture and Education (MEC)

, 109

motivation

, 67, 79, 122, 149

National Councils for Research

, 132–133

navigation

, 147–151

Neag School of Education

, 73, 75

New Zealand

, 5, 7–9, 32, 149

North America

, 6–9, 30, 33, 38, 128

Nottingham Mathematics Program

, 69–70

old academic oligarchy

, 135

online learning management system (CANVAS) responsibilities

, 32

open vacancy model

, 105–106, 108–110, 114, 119–120, 121, 151n1

opportunities

, 34–37

and insights

, 34

panel discussions and symposiums

, 71

paperwork

, 92

peer observation

, 97, 144–145

PgCert

, 88, 96, 100

PhD qualification

, 30

preparation time

, 31–32

private employees

, 108, 117–118

private institutions

, 128, 138, 140

Professional Development (PD)

, 33, 71, 83–84, 88, 92, 151

professional identity

, 68, 135–137

professional values

, 84, 101

professor

, 74, 88–90, 107, 109, 111, 117, 120–122, 130–131, 135–136

Progress Review meetings

, 92

“Promoting Teaching: making evidence count,”

, 94

promotion

, 105–124, see also academic careers and promotions

academic promotion

, 3–6, 8–10, 12, 17–21, 25, (see also academic promotion)

committees

, 19, 25, 83, 94, 148–149, 151

navigation

, 147–151

parameters of

, 143–146

regulations

, 118

proofing

, 38

public universities

, 131, 138

pursuing interests

, 67–68

qualification agreement

, 119

quality

, 10–13, 16, 24, 35, 45, 79–84, 89–90, 101, 115–116, 119, 128–129, 143

record of achievements

, 51

reputation

, 93

research and research training

, 12

Researcher Development Framework (RDF)

, 85

Research Excellence Framework (REF)

, 82–83

research expectations

, 61–62

research merits

, 122–124

research-only role

, 47–48

resources

, 19–20

role profiles

, 88–90

Royal Academy of Engineering

, 150

Russell Group university

, 87, 90

school approval

, 18

school of education

, 67, 69

search committees

, 33–34, 39

self-reflection

, 52, 55

service

, 145–146

service swap method

, 36

small-scale enquiries

, 95

soft money

, 48, 50

step-by-step promotion

, 107

strength

, 51

student evaluation

, 144–145

student outcomes and learning gains

, 81–82

teaching

, 81–94, 99–100, 111, 113, 116

courses

, 65, 70

quality

, 82

and research

, 86

responsibilities

, 61–62

Teaching Excellence and Student Outcomes Framework (TEF)

, 81

tenure

, 4, 5, 10

tenure track model

, 105–108, 110–111, 112, 114, 117, 119, 120, 121–122, 123, 124n1, 151n1

tenure track position

, 5, 29

time allocation

, 113

traditional tenure track

, 119

UK, academic promotion

, 85–86

career academics

, 80–81

competencies

, 87–88

diversity

, 85–86

evidence

, 93–95, 96–98, 99

insights and guidance

, 90–93

leadership

, 99–100

Researcher Development Framework

, 85–86

Research Excellence Framework

, 82–83

role profiles and levels of responsibility

, 88–90

Teaching Excellence and Student Outcomes Framework

, 81

UK Professional Standards Framework (UKPSF)

, 83–85

UK Department of Education

, 81

United States’ (US) system

, 57

University of Connecticut

, 59–60, 69–70, 73

University of Nottingham

, 69–70

university teacher

, 88–89

U21 universities

, 70

vacant position model

, 107–108

visibility

, 41–42

vision

, 37–38

VITAE

, 85

website

, 21, 46, 51, 82, 84, 99

word count

, 92

writing concisely

, 150